Module Three -- Validity
 
Learning Objectives 
 
      Given a list of definitions, select the appropriate one for: (1) assessment, (2) test, (3) measurement, and (4) validity. 
      
      Given descriptions of possible relationships between curriculum, instruction, assessment (C.I.A. model), select the best one. 
      
      Given the use of the test, identify the best evidence for validity (e.g., content validity, test-criterion, construct). 
      
      Given the use of the test / assessment, argue the type of validity which is most important. 
      
      Given the correlation between two events / tests, draw the scatterplot . 
      
      Given the correlation between two events / tests, draw the regression line. 
      
      Give a list of factors, identify which of these factors would affect validity. 
 
 
 
Overview of Module 3 Notes 
 
    1. Validity Defined 

    2. Nature of Validity 

    3. Types of Validity 
     

      a. Content Validity 

      b. Test-Criterion Validity 

       

      c. Construct Validity 

      d. Consequences 

      e. Face Validity 

     

    4. Factors In Instrument Which Influence Validity 

    5. Other Factors Which Influence Validity  
     
     

        To access Module 3 Notes, please click here 
       
       
On-line Activities 
 
      "Validity Revisited"
    Answer the following questions with your group: 
     
    • A group of test developers want to create a test that will measure claustrophobia.
     
      • Which type of validity will they be MOST concerned with? 
       
    • A group of test developers want to create a test that will measure the ability to add with regrouping. 
     
      • Which type of validity will they be MOST concerned with? 
       
    • A group of test developers want to create a test that will measure intelligence.
     
      • Which type of validity will they be MOST concerned with? 
       
    • The High School Competency Test was created to measure mastery of a set of academic skills, and content validity was the type of validity that was used to evaluate the validity of the test. There are people who would argue that the HSCT is invalid, because it does not predict whether or not a student will succeed in college.
     
      • Why is this argument not sound? 
     
        Post your answers on the   under the heading, "Validity," on or before February 1 at 5:00 p.m. 
       
      "What's in a Relationship" 

    With your group, draw a scatter plot, approximate the regression line and interpret the following relationships: 
     

    • The correlation between the Graduate Record Exam and students’ grades at the end of their first semester in graduate school is + 0.35. 
     
    • The correlation between the Fear of Sharks Scale and students’ ability to swim in the open ocean is -- 0.96. 
     
      Fax (941-590-7770) or mail your report to the instructor on or before February 1 at 5:00 p.m. 
          Dr. Cindy Hewitt-Gervais 
          School of Education 
          Florida Gulf Coast University 
          10501 FGCU Blvd. South 
          Ft. Myers, FL 33965-6565
       
      "Tic-Tac-You!"
    With your group, modify your table of test specifications, to include: 

    1. The names of the members of your group in alphabetical order by last name 

    2. The subject area 

    3. The grade level 

    4. The instructional goal 

    5. The behavioral objectives 

    6. The level of Bloom’s taxonomy addressed by each behavioral objective 
     
     

      Fax (941-590-7770) or mail your report to the instructor on or before February 1 at 5:00 p.m.. 
          Dr. Cindy Hewitt-Gervais 
          School of Education 
          Florida Gulf Coast University 
          10501 FGCU Blvd. South 
          Ft. Myers, FL 33965-6565
     
 
 
Readings 
      Chapter 3  -- Linn R.L. & Gronlund, N.E. (1995). Measurement and assessment in teaching. Englewood Cliffs, NJ: Merrill. 
 
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